Creating teaching strategies with learning landscapes: a case study in the initial training of Social Studies teachers at the University of Costa Rica

Abstract

This study is based on the validation of a case study with the learning landscape methodology in the teaching of Social Studies, implemented as a professional practice of the Social Studies Degree during the second semester of 2023 at the Faculty of Education of the University of Costa Rica. The case investigated is carried out with the support of the Educational Technologies for Learning Program of the Faculty of Education of the University of Costa Rica with a group of 23 students of the Social Studies Teaching Degree as a digital literacy process with the use of the learning landscape didactic strategy. A qualitative methodology is used to analyze the information obtained from the students participating in the experience. The results obtained suggest that the learning landscape methodology offers a promising approach to teaching Social Studies, as it promotes active, collaborative, meaningful and personalized learning, in addition to encouraging the development of essential skills for the 21st century, such as critical and systemic thinking. Successful implementation of learning landscapes requires teacher training in the methodology and institutional support that facilitates time management, access to technological resources, and attention to student diversity.